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Cliquez pour modifier le style du titre Education for people and planet: Creating sustainable futures for all Aaron Benavot 6 September 2016 #SDG 4 All @GEMReport

SUSTAINABLE DEVELOPMENT GOALS Sustainable Development Goals • merge development (MDG 2000 -2015) and environment (Rio 1992 -) agendas • 17 goals with 169 targets • adopted by UN Member States in 2015 • to be achieved by 2030 SDG 4 on education Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all • 1 goal with 7 targets and 3 means of implementation • merges and significantly expands development (MDG 2000 -2015) and EFA (Jomtien/Dakar 1990 -2015) agendas Global Education Monitoring Report • mandated to monitor and report on education progress in SDGs

From commitment to action Global goal SDG 4: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” 7 Targets (4. 1 – 4. 7) and 3 Means of Implementation (4 a-c) (in total 10 targets) 11 Global Indicators and 32 Thematic Indicators (not yet finalised) Measures: specific data to measure each indicator

MONITORING SDG 4: SELECT FINDINGS (1) Target 4. 1: Primary and secondary education 263 million children, adolescents and youth are out of school. Target 4. 2: Early childhood care and education Pre-primary education is compulsory for at least a year in 50 countries Target 4. 3: TVET, higher education and adult education 207 million are now enrolled in tertiary education worldwide Less than 1% from the poorest households complete 4 years or more of tertiary education.

MONITORING SDG 4: SELECT FINDINGS (2) Target 4. 4: Skills for work Possessing strong reading skills doubles the probability of having a decent job; only a third of adults are financially literate. Target 4. 5: Inequality In 2014, 63% of countries achieved gender parity in primary, 46% in lower secondary and 23% in upper secondary. For every 100 among the richest youth only 36 of the poorest youth complete primary education. Target 4. 6: Literacy and numeracy Only 6% of adults in many poor countries participated in a literacy programme.

MONITORING SDG 4: SELECT FINDINGS (3) Target 4. 7: Sustainable development and global citizenship Half of curricula make no mention of climate change Target 4 a: Education facilities and learning environments 3 in 10 primary schools lack an adequate water supply Target 4 b: Scholarships Fewer than 25, 000 scholarships were offered by governments in 2015 Target 4 c: Teachers In 2014, 82% of teachers had the minimum qualifications required to teach in pre-primary education, 93% in primary, and 91% in secondary education.

MONITORING EDUCATION IN OTHER SDGs SELECT FINDINGS (3) Education is associated with desirable development outcomes, e. g. child mortality rates by maternal education

MONITORING EDUCATION IN OTHER SDGs SELECT FINDINGS (3) Education is associated with desirable development outcomes, e. g. child mortality rates by maternal education

RECOMMENDATIONS FOR MONITORING SDG 4 Build capacity 1. Education ministries should use the findings of household surveys to monitor inequality in their education systems. 2. Establish a national assessment framework that monitors a range of learning outcomes, including for those who left school early. 3. A focus on education quality means more than just a focus on learning outcomes: review curricula and textbooks as well. 4. Monitor a fuller range of lifelong learning opportunities, including adult education. 5. Share best practices of education policy and systems within organisations of regional cooperation. 6. Use national education accounts approach to improve monitoring of spending.

PROJECTIONS FOR EDUCATION 2030 World is not set to achieve key global education commitments until 2084. YEAR Global average 2042 2015 YEAR SDGs adopted 2030 Universal primary completion Education 2030 deadline 2059 Universal Lower secondary 2042 completion Universal primary completion Southern Asia 2051 2062 2084 Universal Upper secondary 2059 completion 2084 Universal Lower secondary completion Universal Upper secondary completion 2087 Sub-Saharan Africa 2080 2089 After 2100

2016 GEM REPORT: THEMATIC CONTENT Planet: environmental sustainability Prosperity: inclusive and sustainable growth People: inclusive social development Peace: political participation, peace and justice Place: inclusive and sustainable cities Partnerships for sustainable development

Credit: Nur’aini Yuwanita Wakan Living sustainably requires a huge shift in mindset a nd education must be a part of that change

Credit: Sydelle Willow Smith / GEM Report PLANET Education can help with the shift to a more sustainable way of living. Education is proven to be the best tool for climate change awareness Education is the most effective means for addressing population

PLANET Education also enhances people’s resilience to climate-related risks

PLANET Credit: Sydelle Willow Smith / GEM Report Learning for the future of our planet must happen in schools, in communities and the workplace

PLANET Relevant knowledge and sustainability practices can be learned from indigenous communities especially in farming, conservation and climate change mitigation Education systems should respect local cultures, integrate indigenous knowledge and provide instruction in local languages Credit: Marc Dozier Education systems must be careful not to encourage unsustainable lifestyles

Credit: Ivy Grace F. Rivera - Philippines An inclusive education ensures economic growth is sustainable and doesn’t leave anyone behind

PROSPERITY Education can help economies transform and innovate and provide skills for green jobs edit: Dominic Sansoni / World Bank Governments need to increase energy research and development by up to fivefold annually to shift to low carbon intensity

PROSPERITY Farmers have increased productivity by 12% and net income by 19% with field schools redit: Dominic Sansoni / World Bank Education can help with the shift towards sustainable farming and food production

PROSPERITY Education increases economic growth Credit: Aus. AID If low income countries achieved universal upper secondary education by 2030, we’d lift 60 million out of poverty by 2050

PROSPERITY Education increases economic growth that doesn’t leave anyone behind 40 35 Percentage in working poverty 30 25 Tertiary 20 Upper secondary 15 Lower secondary 10 Primary or less 5 0 Yunnan province (China) Kenya Ukraine* Viet Nam TFYR Macedonia* If workers from rich and poor backgrounds had the same education, working poverty among the poor would be reduced by 39%

PROSPERITY By 2020 the world could have 40 million too few workers with tertiary education, relative to demand Credit: Nugroho Nurdikiawan Sunjoyo / World Bank Education systems must be better aligned with shifting labour markets

Credit: Nicolas Axelrod / Ruom for UNFPA Progress in health, nutrition and gender equality is inextricably linked with progress in education

PEOPLE Credit: Fernanda Pineda, USAid Educating women is at the heart of social development If women in sub-Saharan Africa achieved universal upper secondary education by 2030, it would prevent 3. 5 million child deaths in 2050 -60

PEOPLE Credit: Eva-Lotta Jansson Children need to be healthy and well-fed in order to attend school and learn Meanwhile, it costs one tenth the amount to deliver simple health interventions through teachers, than through mobile health teams

Credit: 2015 Bede Sheppard/ Human Rights Watch An inclusive education is a powerful preventive tool and antidote for violence

PEACE Conflict and violence are taking a disturbingly large toll on education systems 35% of out of school children and Credit: UNHCR/Brian Sokol 25% of out of school adolescents live in conflictaffected areas 50% of refugee children and 75% of refugee youth are out of school

PEACE Education can reduce violence and conflict; even more so when inclusive in access, language and content Conflict is less likely if education enrolment levels a re high and more equitable Credit: Eyedea Almost one-third of recent peace agreements do not mention education

PEACE Those with higher education are more likely to channel discontent through non-violent protests Credit: BRAC Bangladesh Education can help people participate peacefully in political processes and justice systems

Credit: Anna Spysz Education must be integrated into urban planning to create sustainable cities

PLACES Fast urban growth is putting strain on education systems More than one-third of urban residents in lower income countries live in slums or shanty towns Credit: Kate Holt 6 in 10 refugees live in urban areas

PLACES Addressing inequalities in education can address urban problems, like unemployment and crime Credit: Eduardo Martino Teacher training can also reduce discriminatory attitudes that exacerbate social marginalisation

Education propels cities’ competitiveness and can make them more environmentally friendly Credit: Craig Stanfill PLACES Urban planning that considers education can transform cities

Credit: Marisol Grandon/Department for International Development We must pull together if we are to achieve the 2030 Agenda for Sustainable Development

PARTNERSHIPS More domestic resources are needed if we are to achieve our goals Education can increase tax compliance

PARTNERSHIPS Aid to basic education per child Aid to education is declining and not effectively targeting those most in need 80 Timor-Leste 70 60 50 Mongolia Afghanistan Liberia 40 30 Namibia Senegal 20 10 0 Niger Chad Mauritania Primary completion (%) 100% Since 2003 aid to education in 170 countries has been associated donor trade-related interests, and not numbers in school with

FINAL RECOMMENDATIONS For education to be transformative in support of the new sustainable development agenda, ‘education as usual’ will not suffice 1. Collaborate across sectors 2. Governments need to view formal and non-formal education and training as key to their efforts to tackle cross-sector problems 3. Education Ministries and Ministries of Labour should work together to reduce income inequality. 4. Education systems need increased and predictable financing 5. Improve equity 6. Change the focus of education: a) In developing skills policies, consider both medium- and longterm needs and the implications of sustainable growth b) Civic, peace and sustainability education programmes can be important levers for SDG progress

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